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CONTENTS Preface

Unit 1 Levels of Organization 1 Introduction to Human Anatomy and Physiology 2 Chemical Basis of Life 3 Cells 4 Cellular Metabolism 5 Tissues

Unit 2 Support and Movement 6 Integumentary System 7 Skeletal System 8 Muscular System

Unit 3 Integration and Coordination 9 Nervous System 10 The Senses 11 Endocrine System

Unit 4 Transport 12 Blood 13 Cardiovascular System 14 Lymphatic System and Immunity

Unit 5 Absorption and Excretion 15 Digestive System and Nutrition 16 Respiratory System 17 Urinary System 18 Water, Electrolyte, and Acid-Base Balance

Unit 6 The Human Life Cycle 19 Reproductive Systems 20 Pregnancy, Growth, Development, and Genetics

Appendixes A Answers to Chapter Assessments B Answers to Integrative Assessments/Critical Thinking Questions C Film, Video Cassette, and Software Distributors D Biological Supply Houses E In Case You Wondered

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PREFACE

The Instructor’s Manual is designed to assist instructors who use Hole’s Essentials of Human Anatomy and Physiology, Eleventh Edition, in their human anatomy and physiology courses by offering Lecture Suggestions and Guidelines, Chapter Assessments, and Integreative Assessments/Critical Thinking Issues for the list of Learning Outcomes that precede each textbook chapter.

Each chapter of this manual concludes with a list of Related Films and Suggestions for Further Readings.

Appendixes are entitled: Answers to Chapter Assessments, Answers to Integrative Assessments/Critical Thinking Questions, Film, Video Cassette, and Software Distributors, Biological Supply Houses and In Case You Wondered.


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CHAPTER 1: INTRODUCTION TO HUMAN ANATOMY AND PHYSIOLOGY

1.1 Introduction Learning Outcome 1: Identify some of the early discoveries that led to our understanding of the body.

1. Lecture Suggestions and Guidelines a. Give an overview of the roles of primitive doctors. b. Compare various beliefs regarding the connection between natural forces and the human body. c. Identify the origins of basic terms used in the study of anatomy and physiology.

2. Application Question(s) a. Ask students to develop a chart of basic terms found in the language of anatomy and physiology. Answer: Responses should include a minimum of 50 modern terms accompanied by their Greek/Latin derivatives.

3. Critical Thinking Issue(s) a. Compare and contrast several ancient uses of herbs and potions. Answer: Students may be required to research this topic via the library, used-book stores, or Internet.

1.2 Anatomy and Physiology Learning Outcome 2: Explain how anatomy and physiology are related.

1. Lecture Suggestions and Guidelines a. Describe anatomy as the study of the structure of the human body. b. Describe physiology as the study of the function of the human body. c. Discuss ways in which the function of a body part depends upon the way it is constructed.

2. Application Question(s) a. Ask students to choose a body part and explain how its unique structure is related to its function. Answer: Some excellent examples would include the hand, (adapted for grasping), the heart, (adapted for receiving and pumping blood), and the mouth, (adapted for speaking and receiving food).

3. Critical Thinking Issue(s) a. Ask students to consider the implications of changes in function of a body part that has been altered

in structure. Answer: Examples may include loss of pumping ability of the heart due to scar tissue formation, loss of the ability to grasp when the thumb, (opposable digit), is injured, or inability to Plantar flex and evert the foot due to injury to the peroneus muscles.

1.3 Levels of Organization Learning Outcome 3: List the levels of organization in the human body and the characteristics of each.

1. Lecture Suggestions and Guidelines a. Emphasize the fact that the body is composed of parts with different levels of organization. b. Introduce the levels of complexity from simplest to most complex, including atoms, molecules,

macromolecules, organelles, cells, tissues, organs, organ systems, organism. c. Discuss how organs within a system are grouped together to accomplish a unified purpose.

2. Application Question(s) a. Ask students to apply their knowledge of levels of organization to an example outside the human body. Answer: For example, begin with a single book. Combining several books together will form a bookshelf.

Full file at http://TestbankCollege.eu/Solution-Manual-Holes-Essentials-of-Human-Anatomy-Physiology-11th-Edition-ShierSeveral bookshelves combine to form a bookcase. Many bookcases are joined together to form a section of a library. Many sections of the library can combine to form one whole library. Many libraries are linked together to form a library system, etc.

3. Critical Thinking Issue(s)

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a. Ask students to describe a system from the simplest to most complex level. Answer: The skeletal system serves as an excellent example. Discussion should begin with a brief overview of atoms, molecules, macromolecules, and organelles, followed by a description of bone cells (osteocytes), which combine to form osseous tissue, which form more complex structures called bones (organs). The 206 bones of the human body, when taken together, form the skeletal system (organ system). This system combines with other organ systems to become an organism.

1.4 Characteristics of Life Learning Outcome 4: List and describe the major characteristics of life.

1. Lecture Suggestions and Guidelines a. Define the characteristics of life as traits that all organisms share. b. List the major characteristics of life and give an example of each. Include a discussion of movement,

responsiveness, growth, reproduction, respiration, digestion, absorption, circulation, assimilation, and excretion.

c. Explain to students that the combination of these characteristics constitutes metabolism. 2. Application Question(s)

a. Ask students to list the major characteristics of life and briefly describe why each characteristic is important in maintaining human life. Relate each characteristic to a specific body system.

Answer: Responses should include a discussion of movement (muscular and skeletal systems), responsiveness (nervous and integumentary systems), growth (all systems), reproduction (reproductive system), respiration (respiratory system), digestion (digestive system), absorption (all systems), circulation (cardiovascular and lymphatic systems), assimilation (digestive system), and excretion (digestive and urinary systems).


a. Ask students to describe the importance of monitoring vital signs and their relationships to the major characteristics of life.

Answer: Vital signs include the measurement of various organ system functions that are necessary to maintain life. They include measurements of breathing, pulse, responsiveness, blood pressure, temperature, movement, reflexes, and brain activity.

Learning Outcome 5: Give examples of metabolism. 1. Lecture Suggestions and Guidelines

a. Define metabolism as the sum total of all of the chemical reactions in the body. b. Describe respiration as an example of a metabolic process. c. Describe digestion as an example of a metabolic process.

2. Application Question(s) a. Ask students to compare human metabolic processes with processes of other animals. Answer: Comparisons may include mammals, fish, invertebrates, insects, etc.

3. Critical Thinking Issue(s) a. Ask students to predict the dire effects on the human body when one of the major metabolic processes

malfunctions. Answer: Responses should include a discussion of the effects on homeostasis.

1.5 Maintenance of Life Learning Outcome 6: List and describe the major requirements of organisms. 1. Lecture Suggestions and Guidelines

a. Describe how the structures and functions of body parts maintain the life of the organism. b. Discuss the major requirements of organisms, including water, food, oxygen, heat, and pressure. c. Describe the implications of excesses and deficiencies of the major requirements of organisms.

2. Application Question(s) a. Apply the requirements of organisms to the structure and function of body parts. Ask students to explain

how each requirement helps to maintain life.

Full file at http://TestbankCollege.eu/Solution-Manual-Holes-Essentials-of-Human-Anatomy-Physiology-11th-Edition-ShierAnswer: Responses should include a discussion of water, food, oxygen, heat, and pressure.

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3. Critical Thinking Issue(s) a. Ask students to describe an example of the effects upon a body system when it is subjected to a less than

optimal quantity and quality of its basic environmental requirements. Answer: Examples may include a dysfunctional cardiovascular system when blood pressure falls above or below normal limits, dehydration of tissues when water levels are too low, or edema when fluids accumulate in the tissues, or malnutrition when food does not supply the body with the correct nutrients in optimal amounts. It should be noted that malnutrition might result from overeating the ―wrong‖ things as well as not eating enough of the ―right‖ things.

Learning Outcome 7: Explain the importance of homeostasis to survival. 1. Lecture Suggestions and Guidelines

a. Define homeostasis in terms of maintaining an internal stable environment. b. Ask students to describe their major field of study and give examples of patient conditions that would upset a

level of homeostasis. c. Introduce the concept of a negative feedback mechanism.

2. Application Question(s) a. Ask students to apply their knowledge of a homeostatic mechanism to a situation outside of the human body. Answer: Responses may include the analogy of a homeostatic mechanism used by a furnace or air conditioning system. In any case, the discussion should include a self-regulating mechanism that receives signals about changes within the system that have deviated from the norm. The self-regulating mechanism provides feedback to the system to allow it to initiate the changes necessary to return to normal conditions.

3. Critical Thinking Issue(s) a. Ask students to trace the steps of a homeostatic mechanism within the human body. Answer: One example is the maintenance of optimal body temperature. When body temperature rises, the brain detects the change and causes increased sweating and the dilation of skin blood vessels. These reactions initiate the loss of heat, thus stimulating the body temperature to return to normal.

Learning Outcome 8: Describe the parts of a homeostatic mechanism and explain how they function together. 1. Lecture Suggestions and Guidelines

a. Apply the concept of homeostasis to the maintenance of blood pressure. b. Apply the concept of homeostasis to the maintenance of body temperature. c. Give examples of situations or processes that would not be considered homeostatic mechanisms. d. Define receptors, effectors, and control centers.

2. Application Question(s) a. Ask students to apply the concept of homeostasis to the maintenance of blood pressure. Answer: The maintenance of blood pressure is based upon sensors in the walls of the blood vessels that send feedback to a control center in the brain. This initiates messages from the brain to the heart, telling it to contract more slowly or more rapidly depending upon the situation.


a. Ask students to describe the effects of environmental pollution, i.e., water, air, or soil upon maintaining homeostasis in the human body.

Answer: The possible responses are limitless, but should include a discussion of the body’s attempts to maintain a stable internal environment.

1.6 Organization of the Human Body Learning Outcome 9: Identify the locations of the major body cavities

Learning Outcome 10: List the organs located in each major body cavity.


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Learning Outcome 11: Name and identify the locations of the membranes associated with the thoracic and abdominopelvic cavities.

1. Lecture Suggestions and Guidelines a. Distinguish between the ventral and dorsal cavities. b. Describe the sub-cavities found within the ventral cavity, including the thoracic and abdominopelvic

cavities, separated by the diaphragm. c. Describe the sub-cavities found within the dorsal cavity, including the cranial and spinal cavities. d. Discuss the organs found in each major body cavity. e. Distinguish between the parietal and visceral membranes.

2. Application Question(s) a. Ask students to apply their knowledge of the major body cavities by drawing and identifying, on an

illustration of the human body, the nine abdominal regions. Answer: Responses should include drawings and identification of the right hypochondriac region, epigastric region, left hypochondriac region, right lumbar region, umbilical region, left lumbar region, right iliac region, hypogastric region, and left iliac region.

3. Critical Thinking Issue(s) a. By utilizing the directional terms learned in this chapter, ask students to choose a body part and to describe

its relative position. Answer: Students may use relative directional terms, body planes, abdominal regions, and terms used to describe body regions. Remind them of the importance of maintaining the correct anatomical position before they begin to use directional terms.

Learning Outcome 12: Name the major organ systems, and list the organs associated with each.

Learning Outcome 13: Describe the general functions of each organ system. 1. Lecture Suggestions and Guidelines

a. Discuss how each system includes a set of interrelated organs that work together. b. Describe the organ system involved with each of the following functions: body covering, support and

movement, transport, absorption, excretion, and reproduction. 2. Application Question(s)

a. Provide the students with an illustration of the human body. Ask them to label each organ system and to identify as many organs as possible within each of those systems.

Answer: Illustrations should include identification of the organs in the integumentary system, skeletal system, muscular system, nervous system, endocrine system, cardiovascular system, lymphatic system, respiratory system, digestive system, urinary system, and reproductive system.

3. Critical Thinking Issue(s) a. Which major body functions are served by more than one organ system? Name the functions that they serve. Answer: Support and movement - skeletal and muscular systems; integration and coordination - nervous and endocrine systems; transport - cardiovascular and lymphatic systems; absorption and excretion - digestive, respiratory, and urinary systems.

1.7 Anatomical Terminology Learning Outcome 14: Properly use the terms that describe relative positions, body sections, and body regions.

1. Lecture Suggestions and Guidelines a. Introduce students to the correct anatomical position. b. Discuss terms of relative position to describe the location of one body part with respect to another. c. Describe the three major body sections or planes. d. Describe the anterior and posterior body regions, and give examples using an anatomical term as well as a

Full file at http://TestbankCollege.eu/Solution-Manual-Holes-Essentials-of-Human-Anatomy-Physiology-11th-Edition-Shiercommon term. For example, arm = brachial region; carpal = wrist region, etc.

2. Application Question(s)

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a. Apply the student’s knowledge of directional terms learned in this chapter to situations outside the human body.

Answer: Responses will vary, but attempt to describe relative positions of items in a cupboard, relative positions of student seating in the classroom, relative positions of the working parts found inside a clock, etc.

3. Critical Thinking Issue(s) a. If a patient enters the emergency room with a gunshot wound to the epigastric region, which visceral organs

may have been traumatized? Answer: Damage to the liver, stomach, transverse colon, gall bladder, pancreas, kidneys, and associated blood vessels would be of major concern.

Related Films Exploring the Human Brain. 18 min. University of Minnesota Audiovisual Library Service. From Atoms to Organisms. 28 min. McGraw-Hill Training Systems.

Functions of the Body, 15 min. Audio Visual Center, University of Michigan. The Heartmakers. 59 min. Indiana University Audiovisual Center. The Hormones: Small but Mighty. 29 min. Indiana University Audiovisual Center. Human Anatomy Series, Teaching Films. The Incredible Human Machine. 28 min. National Geographic Society. The Incredible Voyage, 26 min. McGraw-Hill Training Systems. Landscapes and Interiors. 27 min. Films for the Humanities and Sciences. Man: The Incredible Machine, 16 min. National Geographic Society. The Nature of Life. 28 min. NET Film Service. Patterns of Life: Living or Nonliving. 29 min. NET Film Service. Physiological Concepts of Life Science, WCB/McGraw-Hill. Regulating Body Temperature. 11 min. Encyclopaedia Britannica Films.

Suggestions for Additional Reading Annas, G. J. August 29, 1996. The promised end -- constitutional aspects of physician-assisted suicide. The New England Journal of Medicine, vol. 335. Terminally ill patients sometimes want to hasten their deaths. Should physicians help them to die? Belkin, Lisa. 1993. First, do no harm. New York: Fawcett Crest. A compelling look at several unforgettable young patients on the brink of death. Gurley, R. J. et al. June 27, 1996. Persons found in their homes helpless or dead. The New England Journal of Medicine, vol. 334. Older people living alone are at risk for death -- and no one will notice. Hohne, K. H. et al. June 1995. A new representation of knowledge concerning human anatomy and function. Nature Medicine, vol. 1. Computer graphics and artificial intelligence team to provide new ways to investigate human anatomy and physiology.

Horwich, Arthur and Martina Brueckner. December 1993. Left, right and without a cue. Nature Genetics, vol. 5. Early developmental decisions establish organ asymmetries. McHugh, Paul R. May 1996. Hippocrates a la mode. Nature Medicine, vol. 2. A look at the Hippocratic oath. Okamoto, Ken and Tsuyoshi Sugimoto. September 1995. Return of spontaneous respiration in an infant who

Full file at http://TestbankCollege.eu/Solution-Manual-Holes-Essentials-of-Human-Anatomy-Physiology-11th-Edition-Shierfulfilled current criteria to determine brain death. Pediatrics, vol. 96. The medical journal report of Baby F., described in the chapter vignette.

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Orentlicher, D. August 29, 1996. The legalization of physician-assisted suicide. The New England Journal of Medicine, vol. 335. Should physician-assisted suicide be legal? Orstan, Aydin. Spring 1990. How to define life: A hierarchical approach. Perspectives in Biology and Medicine. A historical account of how different thinkers have defined life. Scanlon, C. May 23, 1996. Euthanasia and nursing practice -- right question, wrong answer. The New England Journal of Medicine, vol. 334. The question of assisted suicide, or not intervening to save a dying patient, is at the forefront of medical practice. Steele, Fintan R. May 1996. Body of evidence supports new anatomical finding. Nature Medicine, vol. 2. The field of anatomy and physiology includes new discoveries. Tofler, I. R. et al. July 25, 1996. Physical and emotional problems of elite female gymnasts. The New England Journal of Medicine, vol. 335. Excessive exercise affects many, if not all, organ systems. Wadman, Meredith. August 22, 1996. Ethics worries over execution twist to Internet's 'visible man.' Nature, vol. 382. Was it ethical to put images of an executed man on the Internet, without his complete knowledge?


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CHAPTER 2: CHEMICAL BASIS OF LIFE

2.1 Introduction Learning Outcome 1: Give examples of how the study of living material requires an understanding of chemistry.

1. Lecture Suggestions and Guidelines a. Discuss the relationship between matter and elements. b. Describe which elements are most common in the human body. c. Introduce the concept of electrons, protons, and neutrons and their locations. d. Define ions, molecules, and compounds.

2. Application Question(s) a. Provide students with a copy of the periodic table of elements. Choose 50 of the most common element

symbols and ask students to make a set of flash cards that indicate the element name on one side and the element symbol on the other.

Answer: Repetition is the key word. Students should become very familiar with elements and their symbols. Quiz the students often.

3. Critical Thinking Issue(s) a. Ask students to examine a copy of the periodic table of elements. Choose a particular column or row, and

ask students to comment on any relationships among the elements you have chosen. Answer: For example, all of the elements in column 1 (Group IA) have one electron in their outer orbit. These elements tend to donate this outer electron to form an ionic bond with other elements seeking to receive an electron. Also, since the number of protons increases as we proceed down the column, the atomic mass will also increase.

2.2 Structure of Matter Learning Outcome 2: Describe how atomic structure determines how atoms interact.

1. Lecture Suggestions and Guidelines a. Distinguish between covalent and ionic bonds. b. Briefly introduce the concept of electron shells. c. Give examples of single and double covalent bonds. d. Describe a hydrogen bond.

2. Application Question(s) a. Provide students with a list of the major and trace elements identified in the chapter. Then, ask them to

indicate the number of protons, electrons, and neutrons in each element. Answer: The list should include oxygen, carbon, hydrogen, nitrogen, calcium, phosphorus, potassium, sulfur, chlorine, sodium, magnesium, chromium, cobalt, copper, fluorine, iodine, iron, manganese, and zinc.

3. Critical Thinking Issue(s) a. Ask students to give some common uses of the major minerals found in the human body. Answer: Calcium - bone formation, tooth structure, transmission of nerve impulses, blood clotting mechanisms; Phosphorus - acid/base balance, bone formation, tooth structure; Potassium - muscle and nerve function, water balance; Sulfur - chemical component of many substances, including proteins; Chorine - acid/base balance, water balance; Sodium - muscle and nerve function, water balance; Magnesium - used in the formation of several enzymes.


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Learning Outcome 3: Describe the relationships among matter, atoms, and molecules.

Learning Outcome 4: Explain how molecular and structural formulas symbolize the composition of compounds.

1. Lecture Suggestions and Guidelines a. Reintroduce the concepts of molecules and compounds. b. Give examples of common compounds. c. Briefly introduce the Law of Definite Composition. d. Discuss molecular and structural formulas.

2. Application Question(s) a. Prepare ball-and-stick models of several simple molecules and compounds. Ask students to identify them

based on the combination of elements the models contain. Answer: Some examples include water, carbon dioxide, glucose, and methane.

3. Critical Thinking Issue(s) a. Provide students with a number of common compounds. Based on the information learned in this chapter,

ask them to identify which elements are present in each. Answer: Examples may include sucrose, baking soda, ethyl alcohol, natural gas, aspirin, human blood, table salt, etc.

Learning Outcome 5: Describe three types of chemical reactions. 1. Lecture Suggestions and Guidelines

a. Introduce chemical reactions as reactions that form or break bonds between atoms, ions, or molecules, generating new chemical combinations.

b. Give examples of synthesis, decomposition, exchange, and reversible reactions. c. Describe the role of catalysts.

2. Application Question(s) a. Provide students with a number of examples of chemical reactions and ask them to determine whether the

reaction would be considered synthesis, decomposition, or exchange. Answer: An example of a synthesis reaction would include iron + oxygen gas yields iron (III) oxide, or rust. Another example of a synthesis reaction is sodium oxide + water yields sodium hydroxide. An example of a decomposition reaction would be potassium chlorate decomposing to yield potassium chloride and oxygen. Another example is calcium hydroxide decomposing to form calcium oxide and water. An example of a simple exchange reaction would be zinc + copper (II) sulfate reacts to yield copper + zinc sulfate.

3. Critical Thinking Issue(s) a. Glucose is converted to carbon dioxide and water within body cells. Ask students to describe which type of

chemical reaction this is. Then, briefly describe to students the intermediate steps involved in this reaction. Answer: Glucose is first converted into glucose-6-phosphate, which is broken down by catalysts into pyruvate. Pyruvate is decomposed to carbon dioxide and water by a sequence of reactions requiring oxygen.

Learning Outcome 6: Explain what acids, bases, and buffers are. 1. Lecture Suggestions and Guidelines

a. Describe acids as electrolytes that release hydrogen ions in water. b. Describe bases as electrolytes that release ions that bond with hydrogen ions. c. Give examples of acids and bases in the human body. d. Discuss how buffers resist chemical change.

2. Application Question(s) a. Ask students to complete a chart that illustrates the the reaction of table salt dissolved in water. Answer: The chart should contain information demonstrating the release of sodium ions and chloride ions in water.

Full file at http://TestbankCollege.eu/Solution-Manual-Holes-Essentials-of-Human-Anatomy-Physiology-11th-Edition-Shier3. Critical Thinking Issue(s)

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a. Ask students to discuss the effects of electrolyte imbalance on homeostasis. Answer: Responses will vary, but should include, at a minimum, a discussion of sodium, chloride, potassium, and bicarbonate.

Learning Outcome 7: Define pH and be able to use the pH scale. 1. Lecture Suggestions and Guidelines

a. Introduce the terms acids, bases, and electrolytes, and give examples of each. b. Describe pH as a value that measures hydrogen ion concentration. c. Discuss the pH scale. d. Briefly describe the terms acidosis and alkalosis.

2. Application Question(s) a. Ask students to draw a pH scale and label it with 10 examples of common substances based on their pH. Answer: The scale should be labeled from 0 to 14, with 7 being neutral. All substances that fall below 7 are considered to be acidic; all substances with a pH of greater than 7 are considered to be basic, or alkaline. It should be noted that there is a tenfold increase in hydrogen ion concentration when the pH decreases by one whole number, and a tenfold increase in the hydroxyl ion concentration when the pH increases by one whole number.

3. Critical Thinking Issue(s) a. Ask students to describe the implications when the pH of human blood falls below or rises above normal

ranges. What is the normal range for blood pH? Is this range considered to be acidic or alkaline? Why? Answer: The normal pH range of human blood is approximately 7.35 to 7.45. When the blood’s pH falls below this level, a patient is in acidosis. When the pH rises above this range, the patient is experiencing alkalosis. Either abnormality may be clinically significant. Human blood is slightly alkaline in nature, since its pH is above 7.0, or neutral.

2.3 Chemical Constituents of Cells Learning Outcome 8: List the major groups of inorganic chemicals common in cells and identify the functions of each. 1. Lecture Suggestions and Guidelines

a. Describe water as the most abundant compound in living matter. b. Introduce the roles of oxygen and carbon dioxide in the human body. c. Give examples of common inorganic salts found in the body. d. Discuss how electrolytes and nonelectrolytes differ.

2. Application Question(s) a. Ask students to complete a chart that lists the major inorganic molecules and ions common in cells. The chart should include the molecule or ion name, symbol or formula, and function. Answer: The chart should contain information regarding water, oxygen, carbon dioxide, bicarbonate ions, calcium ions, carbonate ions, chloride ions, magnesium ions, phosphate ions, potassium ions, sodium ions, and sulfate ions.

3. Critical Thinking Issue(s) a. Using the chart developed in the above application question and the information learned in the previous chapter, ask students to comment on the imbalances to homeostasis that would occur should the levels of any of the inorganic molecules or ions become compromised. Answer: Responses will vary but should emphasize the importance of maintaining a stable internal environment.

Learning Outcome 9: Describe the general functions of the four main classes of organic chemicals in cells.

Full file at http://TestbankCollege.eu/Solution-Manual-Holes-Essentials-of-Human-Anatomy-Physiology-11th-Edition-Shier1. Lecture Suggestions and Guidelines

a. Introduce carbohydrates, lipids, proteins, and nucleic acids. b. Give examples of carbohydrates, including monosaccharides, disaccharides, and polysaccharides.

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c. Give examples of lipids, including fats and steroids. d. Give examples of proteins, including antibodies and enzymes. Describe amino acids as the building blocks

of proteins. e. Give examples of nucleic acids, including RNA and DNA.

2. Application Question(s) a. Ask students to develop a chart describing the major organic compounds in cells. Quiz them on the

information that they provide in their charts. 3. Answer: The chart should include information regarding carbohydrates, lipids, proteins, and nucleic acids.

Each of the four organic compounds should be analyzed on the chart in terms of elements present, building

blocks, and functions. Students should then provide specific examples of each type of compound. Critical

Thinking Issue(s) a. Using ball-and-stick models and illustrations, ask students to identify and compare the chemical composition

of carbohydrates, lipids, proteins, and nucleic acids. Answer: Some comparisons may include the typical ring structure of a glucose molecule, a triglyceride molecule consisting of a glycerol portion and three fatty acid portions, an amino acid chain of protein twisted to form a coil, and a nucleic acid molecule consisting of nucleotides joined in a chain.

Related Films Acids, Bases, and Salts, 20 min. Coronet Film and Video. Atomic Theory and Chemistry, 19 min. University of Minnesota Audiovisual Library Service. Basic Chemistry for Biology Students, 30 min. HRM Video. Chemical Bonding and Atomic Structure, 23 min. Coronet Film and Video. From Atoms to Organisms, 29 min. NET Film Services. Introducing Chemistry: Formulas and Equations, 11 min. Coronet Film and Video. Introducing Chemistry: How Atoms Combine, 11 min. Coronet Film and Video. Molecules and Life, 20 min. McGraw-Hill Training Systems. The Nature of Matter, 18 min. McGraw-Hill


Training Systems. The Role of Water in Life, 29 min. NET Film Services. The States of Matter, 24 min. McGraw-Hill Training Systems. Structure of Protein, 16 min. Bailey Film Associates.

Suggestions for Additional Reading Brown, Michael S., and Joseph L. Goldstein. April 6, 1986. A receptor- mediated pathway for cholesterol homeostasis. Science, vol. 232. A classic paper tracing how liver cells handle dietary cholesterol. Cunchillos, C., and LeCointre, G. May, 2007. Ordering events of biochemical evolution. Biochimie, 89(5), 555-573. Retrieved June 8, 2007, from Academic Search Complete database. Heath, D. October 19, 1996. Familial hypocalcemia -- not hypoparathyroidism. The New England Journal of Medicine, vol. 335. The inorganic chemicals vital for life must be present within specific ranges. Moll, S. August 1, 1996. Vitamin B12 deficiency. The New England Journal of Medicine, vol. 335. Blood from a person with severe vitamin B12 deficiency has characteristic anomalies. Williams, Robert J.P. 1991. The chemical elements of life. Journal of Chemical Society, Dalton Transactions. A detailed examination of why and how 24 elements are part of life.

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